Influence of Learning Strategies on Learners' Academic Outcome in Economics in Ilorin-West, Kwara State

Abstract

The study examined the influence of learning strategies on learners' academic outcome in Economics in Ilorin-west, Kwara State. Correlational survey research design was employed in the study. The population of the study comprised all senior secondary school two (SS 2) students in Ilorin-west Local Government Area of Kwara State. Specifically, the study targeted Senior Secondary School two (SSS 2) Economics students in the study area. Simple random sampling technique was used to select 240 respondents from twelve randomly selected secondary schools in the study area. Learning Strategies and Academic Outcome Questionnaire developed by the researchers was used to obtain information on the various variables of the study. The reliability of the instrument was ascertained using Cronbach Alpha while the Economics Performance Test (EAT) was established using split-half method of testing reliability. The instruments yielded reliability coefficient values of 0.74, 0.77 and 0.75 for meta-cognitive learning strategy, cognitive learning strategy and academic outcome respectively. The data collected were analyzed using descriptive statistics of mean and Multiple Regression Analysis. The study showed that the level of academic outcome of learners in Economics in Ilorin-west, Kwara State was above average with a mean score of 59.23% and that there was significant relationship among cognitive learning strategy, metacognitive learning strategy and academic outcome of learners in Economics in Ilorin-west, Kwara State. It was therefore recommended that teachers and parents should ensure that students are encourages to reflect on materials learnt as well as to put it into practice for better comprehension and retention.